ED 111 118

DOCUMENT RESUME

95 EC 073 373

AUTHOR Moores, Donald F.; And OthersTITLE Post Secondary Programs for the Deaf: VI. Summary and

Guidelines. Final Report. Research Report No. 80.INSTITUTION Minnesota Univ., Minneapolis. Research, Development,

and Demonstration Center in Education of HandicappedChildren.

SPONS AGENCY Bureau of Education for the Handicapped (DHEW/OE),Washington, D.C.

BUREAU NO BR-332189PUB DATE Dec 74GRANT OEG -09- 332189- 4533(032)NOTE 79p.; For other monographs in the series see ED 106

998, 106 999, 107 002, and 107 009 and EC 073 372

EDRS PRICE MF-$0.76 HC-$4.43 Plus PostageDESCRIPTORS Aurally Handicapped; *Deaf; Exceptional Child

Education; *Guidelines; Historical Reviews; PostSecondary Education; *Program Design; ProgramDevelopment; Program Evaluation; Program Planning;*Techn! al Education; *Vocational Education

ABSTRACTThe last in a series of six monographs summarizes

findings from a study of three postsecondary vocational technicalprograms for deaf students and provides guidelines for thedevelopment and monitoring of such programs. Introductory materialsprovide a historical perspective on the problems of vocationaltechnical programs for the deaf, a review of the literature, andstatistical data on the vocational status of the deaf. Outlined arethe contents of each monograph in the series, and summarized areproject findings (detailed in preceding monographs). Guidelines forestablishing vocational technical programs for the deaf withinexisting facilities for students with normal hearing cover thefollowing topics: organizational structure, program priorities, roledefinition, deaf staff members, key personnel (such as interpretets)other supportive personnel, and other supportive services (such asmanual communication training). (LS)

***********************************************************************Documents acquired by ERIC include many informal unpublished

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Donald F. Moor

EARCH REPORT #80

oject No. 3321890E-09-332189-4533 (032)

FINAL REPORT

SECONDARY PROGRAMS FOR THE DEAF:VI. Summary and Guidelines

es, Stephen D. Fisher and Mary Jane P. HarlowUniversity of Minnesota

Research, Development and DemonstrationCenter in Education of Handicapped Children

Minneapolis, Minnesota

December 1974

U.S. DEPARTMENT OF HEALTH,EDUCATION WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO.DUCED EXACTLY AS RECEIVED FROMTHE PERSO; OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRE.SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

The research reported herein was performed pursuant toa grant from the Bureau of Education for the Handicapped,U.S. Office of Education, Department of Health, Education,and Welfare to the Center of Pesearch, Development andDemonstration in Education of Handicapped Children,Department of Psychoeducational Studies, University ofMinnesota. Contractors undertaking such projects undergovernmert sponsorship are encouraged to express freely

their professional judgment in the conduct of the project.Points of view or opinions stated do not, therefore,necessarily represent official position of the Bureau ofEducation for the Handicapped.

Department of Health, Education and Welfare

U. S. Office of Education

Bureau of Education for the Handicapped

y ERESEARCH, DEVELOPMENT AND DEMONSTRATION CENTER-Tr i IN EDUCATION OF HANDICAPPED CHILDREN

Department of Psychoeducational StudiesPattee Hall, University of Minnesota, Minneapolis, Minnesota 55455

The University of Minnesota Research, Development and Demon-.

stration Center in Education of Handicapped Children has been

established to concentrate on intervention strategies and materials

which develop and improve language and communication skills in young

handicapped children.

The long term objective of the Center is to improve the

language and communication abilities of handicapped children by

means of identification of linguistically and potentially linguis-

tically handicapped children, development and evaluation of inter-

vention strategies with young handicapped children and dissemination

of findings and products of benefit to young handicapped children.

r."

Acknowledgments

The authors would like to thank the following people at each

program who were especially helpful during the research conducted

in 1973: Linda Donnels, Peter Wuescher, Douglas Wells, Michael

Weldon and Roy Pierce--Delgado Junior College; Stanley Traxler,

Alice Burch, Lucy Fridell, William Davis and Steven King Seattle

Community College; Robert Lauritsen, Irene Domonkos, Roger Reddan

and John Bachman--St. Paul Technical Vocational Institute; along with

all the interpreters, preparatory program teachers, technical voca-

tional teachers, counselors and current students at the various

participating programs whose cooperation facilitated complete data

collection.

Thanks are extended to Audrey Thurlow, Karen Pugh, DeAnna Gehant

and Cathy Mattson for their assistance with the preparation of the

monographs.

Appreciation and thanks are also due to the following students

in the education of the hearing-impaired program at the University

of Minnesota who participated in data analysis: Kathy Nelson, Ann

Bauleke and Linda Ritchie.

Very special thanks go to Susan Dingman for her extensive work

collecting data in Seattle and New Orleans, to Diane Holte whose

assistance in organizing and analyzing the data was invaluable to us,

and to Douglas Burke for his suggestions concerning the development

of questionnaires and interview forms.

The investigators wish to thank the Minnesota, Washington and

Louisiana Departments of Manpower Services of the U.S. Department of

Labor for testing many of the students included in the project. In

particular, appreciation is extended to Edward Schultz of the Minne-

sota office for his assistance in preparing General Aptitude Test

Battery testing contracts in all three states.

We extend our appreciation to Dr. Ben Hoffmeyer, Headmaster of

the American School for the Deaf for granting us free access to the

American School's Historical Library and to Jane Wilson, American

School librarian for her assistance.

Finally, this project could not have been undertaken without the

cooperation of hundreds of parents, vocational rehabilitation coun-

selors, young deaf people and employers. We hope in return this pro-

ject will have made a contribution to them by bringing the current

occupational status of young deaf people into focus and recommending

courses of action designed to elevate their status and permit them

to become even more productive members of society.

ii

Foreword

The University of Minnesota Research, Development and Demon-

stration Center in Education of Handicapped Children became involved

in the evaluation of post-secondary programs in July 1972, several

years after the three programs in consideration had bean established.

The charge to the Center was to develop, in cooperation with the pro-

grams in New Orleans, St. Paul, and Seattle, mechanisms by which to

identify those components necessary for the development and maintenance

of successful post-secondary vocational technical programs for hear-

ing impaired students.

A special debt of gratitude is owed to the three programs for

their willingness to cooperate with an "outside" evaluation team rather

than follow the more traditional mode of self-evaluation. We hope that

whatever inconvenience the programs may have experie..ced will be com-

pensated,for by the results of the evaluation.

The evaluation was made possible through the cooperation of two

federal agencies, the Bureau of Education of the Handicapped (BEH)

and Social and Rehabilitation Services (SRS). We gratefully acknowl-

edge the support and advice of Max Mueller of BEH and Edna Adler and

Deno Reed of SRS. Of primary importance, of course, has been the

interest and support of Boyce Williams, Chief of the Department of

Communication Disorders at SRS. The author was a very junior major

investigator in 1964 on a project evaluating the economic status of

young deaf adults in New England. That project was conducted through

the initiation of Dr. Williams and he has continued to exert his

iii

leadership touching many aspects of the lives of deaf individuals.

It is safe to say that without his efforts the substantial gains made

in vocational technical training for the deaf would have been of a

more limited nature.

Finally, my heartfelt appreciation to my colleagues, Steve

Fisher and Mary Jane Harlow for their patience, forebearance and

initiative. Their work in collecting and analyzing data, traveling

to the various programs, setting up and running a conference in the

summer of 1973, and the writing up of the findings has been above and

beyond the call of duty. As the plans for final dissemination evolved

from a relatively concise single report to a series of several mono-

graphs their flexibility and capacity for work were equal to the some-

times unreasonable demands placed upon them and their time.

Donald F. Moores

iv

TABLE OF CONTENTS

Page

Acknowledgments

Foreword iii

Table of Contents

List of Tables viii

List of Figures ix

Introduction 1

Background and Statement of Problem 1

Review of Literature 3

Investigations of the Vocational Status of the Deaf . 7

Organization of Monograph Series

Monograph

Monograph

Monograph

Monograph

Monograph

Monograph

12

I: Introduction and Overview 12

II: External Views of Programs 12

III: Internal Views of Programs 12

IV: Empirical Data Analysis 13

V: Follow-Up Data Analysis 13

VI: Summary and Guidelines 13

Summary of Findings 14

External Views 16

Former Students Currently Employed 16

Immediate Supervisors 18

Parents 18

Vocational Rehabilitation Counselors 19

Internal Views 19

Current Students 19

Administrators 20

Program Counselors 20

v

Table of Contents (cont.)

Page

Preparatory Program Staff 22

Program Interpreters 22

Regular Classroom Technical Vocational Teachers . 23

Empirical Data Analysis 24

Stanford Achievement Test 24

General Aptitude Test Battery and NonreadingMeasure of General Intelligence 24

Wechsler Adult Intelligence Scale Performance . . 25

Follow-Up Data Analysis 25

General Statements 27

Guidelines 30

Organizational Structure 34

Basic Organizational Three Model Post-SecondaryPrograms 34

An Alternate Organizational Structure 38

Program Priorities 39

Role Definition 42

Deaf Staff Members 42

Key Personnel 42

Program Director (administrator) 43

Counselor 44

Interpreters 45

Regular Classroom Teacher 46

Other Supportive Personnel 47

Special Teacher 47

Communication Specialist 48

Vocational Teacher of the Deaf 49

vi

-JO

Table of Contents (cont.)

Other Supportive Services

Man'ial Communication Training 49

Housing and Out of School Relationships 50

Personal and Social Counseling 51

Notetaking 52

Employer and Supervisor Orientation 52

Follow-Up 53

References 54

vii

LIST OF TABLES

Table page

1 Trades Taught in Schools for the Deaf in 1875 . 5

2 Vocations Taught in 67 Residential Schools forthe Deaf, 1963-64 6

viii

LIST OF FIGURES

Figure

1 Organizational Model of Three Post-SecondaryPrograms Investigated

Page

35

2 Alternate Organizational Structure 37

ix

INTRODUCTION

Background and Statement of the Problem

Since the establishment of programs for the deaf more than 150

years ago, the provision of vocational training has been perceived

as one of the major components in the education of deaf children.

Historically, schools for the deaf organized their programs to pro-

vide terminal vocational skills to the majority of students. Usually,

an increasing amount of a student's day was devoted to vocational

training as he progressed through secondary school until, in his last

few years in school, a relatively small proportion of time was spent

in academic subjects.

As the United States evolved from a rural agrarian to an urban/

suburban industrial society, the type of training provided by the

schools could no longer meet the increasingly technical demands of

the working world. What had once been adequate vocational prepar-

ation could only be considered prevocational in nature. As a result,

deaf individuals fell from general economic parity with the hearing

population in the nineteenth century to a position of economic

inferiority in the mid-twentieth century.

Except for Gallaudet College, a liberal arts college for the

deaf established in 1865, no post secondary programs for the deaf

were available prior to World War II. The situation remained unchanged

until the middle 1960's, with a few notable exceptions such as the

successful Riverside, California program which was established

through the cooperation of the Riverside School for the Deaf and

2

Riverside Community College. In 1966, the Rochester (New York)

Institute of Technology was chosen as the sponsoring institution

of the federally funded National Technical Institute for the Deaf

(NTID). NTID was established to provide professional training

programs in science and technology. NTID was the first post-

secondary technical program for the deaf and represented a depar-

ture from traditional patterns of education in that deaf students

were educated on a college campus planned primarily for students

with normal hearing.

The establishment of NTID was followed by the provision of

federal support for three model post secondary vocational technical

programs for the deaf. Again, these programs have been established

in facilities originally developed for students with normal hearing.

The programs are:

1) Delgado Junior College, New Orleans, Louisiana;2) Seattle Community College, Seattle, Washington;3) Technical Vocational Institute, St. Paul, Minnesota.

Since the commission of NTID, more than 25 post secondary

programs for the deaf have been developed (Stuckless and Delgado,

1973). Most, but not all, have been supported by funds for vocational

education at the state level which have been specifically designated

for use with the handicapped. The programs are housed in a variety

of settings, including junior colleges, community colleges, voca-

tional schools, state colleges and, in one case, a state university.

Without exception, the programs are part of previously established

facilities designed for hearing students.

3

The proliferation of programs has proceeded in an unsystematic

way. Given the absence of standards, guidelines and established

procedures, it may be assumed that there is'a wide range in the

extent and quality of services provided. Using the three above-

mentioned federally supported programs, the present study was de-

signed with the following objectives:

1) To provide developing post secondary programs with guide-lines for establishing programs for the deaf.

2) To determine as precisely as possible the nature of thethree demonstration projects in relation to:

a) Population servedb) Courses of study offeredc) Supportive services providedd) Cost of services

3) To determine the effectiveness of the type of post secondaryprogramming offered by the three demonstration programs in:

a) Course successb) Employment successc) Attritiond) Comparison of student and non-student success

4) To consider student characteristics in an attempt to deriveimplications for specific instructional-vocational procedures.

The objectives may be seen as encompassing two components. The

first deals with the three existing federally funded demonstration

programs. Formative process evaluation was conducted as a means of

increasing the effectiveness of ongoing programs. The final outcome

of the project, based on the summative evaluation of the demonstration

programs, is concerned with establishing guidelines for new programs.

Review of the Literature

Contemporary concerns involving technical-vocational education

4

of the deaf were anticipated by the expressed dissatisfaction of

nineteenth century educators. Speaking at a meeting of the Eleventh

Convention of Instructors of the Deaf in 1886, F. D. Clarke declared:

The high honor of establishing the first schoolsin the country where any persistent attempt wasmade to teach trades belongs to the institutionof the deaf. But, though we began first, I hardlythink we are keeping abreast of those who startedlater in the race.

A review of topics in the American Annals of the Deaf over its

120 years of existence provides ample evidence of the importance

with which educators of the deaf have considered vocational training.

Even the idea of a post-secondary technical institute for the deaf

was first expressed in the nineteenth century. Arguing that deaf

students require more special preparation than the hearing, Rogers

(1888) recommended that a national polytechnic institute for the deaf

be established to provide the vocational preparation which could not

be supplied by individual schools for the deaf. Rogers' concerns

were later echoed by Morrison (1920) who advocated the addition of

industrial training to the basically liberal arts program at Gallaudet

College. Morrison urged:

Add to the National College for the Deaf more in-dustrial teaching, with the idea of giving moretechnical training than is possible in the stateor other schools. Let it in great measure setthe standard of attainment for the deaf alongindustrial as well as academic and scientificlines (p. 223).

For the residential schools Morrison recommended a) dropping

training in obsolete fields, b) emphasizing machine skills, c) in-

tensifying efforts in a few trades, d) anticipating trades with growing

5

demands, e) fostering close cooperation between shop and classroom

and f) providing more attention to placement. Prior to World War II,

Barnes (1940a, 1940b) proposed the separation of academic and

vocational education of deaf students through the creation of job

training centers in urban areas and the establishment of a non-

professional National School of Trades, Agriculture and Vocational

Training for the Deaf for students 18 years of age and older.

In 1875, the American Annals of the Deaf first reported voca-

tions taught in schools for the deaf. The trades are presented in

Table 1.

Table 1

Trades Taught in Schools for the Deaf in 1875

Baking DressmakingBookkeeping GardeningBroom Making Painting and GlazingCabinet Making PrintingCarpentry SewingChair Making ShoemakingCookery Tailoring

Immediately prior to the establishment of post secondary

vocational technical programs, the 1964 Annals (Doctor) reported

that a total of 36 vocations were taught in 67 residential schools.

The vocations and number of schools in which they were taught is

presented in Table 2.

The list of occupations reported in Table 2 serves to illus-

trate the restricted training options available to a deaf high

school student of a decade ago.

6

Table 2

Vocations Taught in 67 Residential Schools for the Deaf, 1963-64

Vocation No. of Schools

Agricultural 3

Commercial 47

Clothing & Related Arts 60

Foods & Related Sciences 60

Barbering 10

Commercial Art 10

Cosmetology 20

Drafting 23

Laundering 21

Leatherwork 29

Masonry 4

Metal Work 17

Painting & Decorating 1

Photo Engraving 1

Power Machine Operation 26

Sign Painting & Lettering 3

Library Management 5

Photography 15

Driver Training 26

Auto Mechanics 10Baking 17

Cleaning & Pressing 18

Dressmaking 43

Electrical Servicing 3

Graphic Arts 46

Ironing 21

Welding 2

Tailoring 8

Upholstering 27

Woodworking 61

Shoe Repairing 6

Horticulture 3

Offset Printing, Printing, Litho-graph, Linotype 12

Arts & Crafts, Fine Arts 6

Janitorial 1

Clock Repair 1

1

7

Investigations of the Vocational Status of the Deaf

The results of the first study conducted on the vocational

status of the deaf concerned the employment of 422 graduates of

the American Asylum for the Deaf. In the school's Seventeenth

Annual Report, Superintendent J. Williams in 1866 reported that

over 50% of the 368 employed men were clustered in seven occupations;

70 farmers, 27 shoe factory operators, 21 mill operators, 20 shoe-

makers, 20 mechanics, 17 carpenters and 15 teachers. Of the 54

employed women, 27 were mill operators. Of particular interest

in the report was Williams' statement that the wages of the 422

employed men and women were consistent with general wages in New

England. It appears then that in the late nineteenth century, des-

pite previously noted concerns, schools for the deaf could provide

effective vocational training.

In the first nationwide survey, Fusfeld (1926) examined the

vocational training offered in 29 schools for the deaf and the

occupations of graduates. Printing, carpentry, farming, shoe repair-

ing and dressmaking were the most commonly reported occupations.

Evidence from the schools' reports suggested that approximately

50% of the graduates entered occupations for which they were trained.

One school reported cooperation with local and state rehabilitation

agencies in placement and only two schools employed placement workers.

Lunde and Bigman (1959) in a questionnaire sample of more than

10,000 deaf men and women reported that among the men 10% reported

no training, 40% received training in the printing trades, 20% in

8

carpentry, 15% in shoemaking, 10% in woodworking, cabinet making

and baking, and 5% in other areas. For the women 15% had been

taught clerical skills while others had sewing, cooking and domestic

science. Major areas of employment were printing, tailoring, and

shoemaking. Lunde and Bigman reported a median income of $3,465,

well above the national median of $2,818. The discrepancy in favor

of the deaf was attributed to the nonrepresentativeness of the samples.

Minorities, women, the very young and the very old -- groups which

traditionally have faced economic discrimination -- were all under-

represented.

Rosenstein and Lerman (1963) investigated the vocational status

of 121 women graduates of the Lexington School for the Deaf in New

York City. In relation to their present positions, 25% responded

that no specific skills were required, 12% indicated their necessary

training had been received at the Lexington School, 15% indicated

other schools, 10% had received on the job training, and 36% had

acquired their skills in similar previous jobs. (Percentages do not

add up to 100 because of rounding.)

Impetus for establishment of post-secondary programs for the

hearing-impaired was provided with the publication of a study by

Boatner, Stuckless and Moores (1964) on the occupational status of

young deaf adults in New England. The results were interpreted

as demonstrating the need for regional, post-secondary, technical-

vocational training centers. Among its major findings were:

1. Young deaf adults were underemployed; the majoritywere engaged in semi-skilled or unskilled positions.

9

2. The wages of young deaf adults were 22% below thoseof their hearing siblings.

3. Training provided by the programs for the deaf inNew England was, in reality, pre-vocational train-ing and did not provide the students necessary com-petitive skills.

4. The unemployment rate of 20% was approximately fourtimes that of the New England region.

5. Of 840 specific occupations rated as to necessaryaptitude levels, 753 were seen as suitable for oneor more students. Among the general fields were:

library sciencemanagerial; industrialroutine recordingmechanical repaircomplex machine operationtyping, stenographicfood serving

artistic arrangingquantity cookingbench workelectrical repairstructural craftsgraphic artsinspecting and testing

6. Deafness itself precluded relatively few skilled occupa-tions. However, most of the positions were not avail-able to deaf students because they lacked appropriatetraining.

7. Deaf students and young deaf adults received insufficientvocational counseling and placement services. Friendsand relatives helped in obtaining jobs in 59% of thecases.

8. Immediate supervisors of 95% of the employed adults ratedthem average or better in job performance.

9. The greatest problem noted by supervisors related todifficulties of communication.

10. More than 90 percent of the parents of current and formerstudents of schools for the deaf and 73% of the youngdeaf adults approved of the concept of regional technical-vocational centers at the post-secondary level.

These results, the authors concluded, supported the position that

vocational education for the deaf could best be conducted for most

deaf students on a regional basis, under a faculty of vocational

u I

10

educators specially prepared to provide instruction and ancillary

services to the deaf.

The study was replicated in seven southern and southwestern

states by Kronenberg and Blake (1966). The purpose was the same

as that of the New England study, to assess the occupational status

and opportunities for young deaf adults. The results, essentially

similar, also supported the concept of post-school employment prepar-

ation programs. The authors reported:

1. The rates of unemployment, occupation level, wage,and opportunities for advancement for the deaf,when compared to the same age group of the generalU.S. adult population, are inferior.

2. Employed young deaf adults performed well in theirjobs, as evidenced by the favorable reports of mostsupervisors regarding job performance, willingnessto have one or more deaf subordinates, and willing-ness to advance them if further training were received.

3. The vocational preparation resources for the deaf aresomewhat limited.

4. The opportunities for young deaf adults to advance undertheir present employmer situations were limited. Inspite of their employer's ratings of "average" or "aboveaverage" in the performance of their jobs, only a few ofthe employed young deaf adults could advance beyondtheir present occupational levels without re-trainingand/or relocation.

5. The need for updating and upgrading vocational trainingand ancillary services for young deaf adults appearedlong overdue.

6. A majority of current students, former students, andparents perceived a need for post-school training andindicated support for such programs if the opportunitywere available. A majority of parents preferred thatpost-school training for young deaf adults be providedin a facility for hearing students where modifications,including additional staff, would be introduced toserve deaf trainees. Approximately 40% of the youngdeaf adults had a preference to be trained with deafpeers.

11

Since post-secondary programs for the hearing impaired have

only recently come into existence, research literature concerning

the students and quality of such programs is sparse. Craig,

Newman and Burrows (1972) discussed the characteristics of the deaf

students in the three model post-secondary programs under study in

the present investigation in order to draw a composite profile.

They reported:

1. The students tend to come from states closest to theregional program; to come from a variety of high schoolbackgrounds though most frequently from residentialschools; and to have brought with them the handicapsimposed by being deaf throughout most of their lives.

2. The students enroll in a wide range of courses, thoughmore than half of them follow career lines in officepractices and graphic arts, and data processing. Theselection of vocational areas, however, appeared to theauthors to be unnecessarily constricted.

3. Two-thirds of the students who left before graduation,left by individual choice. Through counseling andcareer guidance, an increased number of these casesmight be reduced. Test scores taken from the eval-uation reports would strongly suggest that deaf studentsshould succeed in schools which provide special tutor-ing and supportive services.

12

ORGANIZATION OF MONOGRAPH SERIES

Procedures are spelled out in detail in the appropriate sections.

Including the present report, six monographs have been developed

and comprise the total package. The monographs are as follows:

I Introduction and OverviewII External Views of ProgramsIII Internal Views of ProgramsIV Empirical Data AnalysisV Followup Data AnalysisVI Summary and Guidelines

Monograph I: Introduction and Overview

This report is divided into the following categories:

1. Introduction and Statement of the Problem2. Review of the Literature3. Program Descriptions4. Procedures

Monograph II: External Views of Programs

Material in this monograph is Lased on results obtained by

two sets of interviews and two sets of questionnaires as follows:

1. Interviews of Former Students Now Employed2. Interviews of Employees' Supervisors3. Parent Questionnaires4. Vocational Rehabilitation Counselor Questionnaires

For -.-ch category the results are treated separately for each

of the three programs (Delgado, Seattle, TVI) as well as on a general

basis across programs. The same procedure was followed for all

subsequent monographs.

Monogr,ph III: Internal Views of Programs

Material in this section is based on interviews with the follow-

ing categories of respondents:

13

1. Current Students2. Deaf Program Staff

a) Administratorsb) Counselorsc) Preparatory Program Teachersd) Interpreters

3. Technical Vocational Teachers-College trainingstaff

Monograph IV: Empirical Data Analysis

Empirical data analysis was conducted on two groups, Former

Students and Current Students:

1. Former Studentsa) Stanford Achievement Testb) General Aptitude Test Batteryc) Non-Reading Measure of General Intelligenced) Wechsler Adult Intelligence Scale

2. Current Studentsa) Stanford Achievement Testb) General Aptitude Test Batteryc) Non-Reading Measure of General Intelligenced) Wechsler Adult Intelligence Scale

Monograph V: Follow-Up Data Analysis

The follow-up data consist of information on former students

arranged in the following categories:

1. Areas of Training2. Former Student Status

a) Graduatesb) Goal Completionsc) Withdrawals

3. Job Placement4. Geographic Origin

Monograph VI: Guidelines and Summary

This monograph provides guidelines for the development and moni-

toring of effective vocational technical programs for the deaf within

ongoing programs for hearing students. A summary of the complete

study is also provided.

SUMMARY OF FINDINGS

The summary, following the organization of the monograph

series, is provided in five sections; External Views, Internal

Views, Empirical Data Analysis, Follow Up Data Analysis, and

General Statements. Although conclusions and generalizations

have been derived from data gathered in relatiotship to the pro-

grams at Delgado Junior College, Seattle Community College and

St. Paul Technical Vocational Institute, it should be emphasized

that the reports do not represent a traditional research investi-

gation. For example, the three programs were funded as demonstra-

tion, not research, projects and there are no experimental, control

or contrast groups. As such most treatment and analysis of data

are descriptive rather than inferential. In addition,the University

of Minnesota participation in the project began in July, 1972,

well after the programs had been established. It should also be

noted that although comparisons between the three demonstration

projects are inevitable, and beneficial, in an evaluation such as

this, a more overriding goal is the development of guidelines by which

similar types of programs for the deaf might be established and

maintained.

All three programa were established in already existing facili-

ties originally designed to provide vocational-technical training

for students with normal hearing. In each case the deaf students

represent a small minority of the total student population. No

funds were appropriated for the construction of additional facilities

15

(as is the case of the National Technical Institute for the Deaf on

the Rochester Institute of Technology campus) or for extensive

renovation of existing facilities. In addition, because the facili-

ties were already in existence, there was no input at the planning

stages prior to construction by which facilities could have been

designed to accomodate a sizeable number of deaf students.

A final caveat is related to the question of placement of voca-

tional technical programs for the deaf. A significant number of

educators of the deaf believe that a better vocational-technical

training model for deaf students would entail the establishment of

separate facilities specifically designed for deaf students.

Obviously, a strong case can be made for such a position. For

example, facilities could be constructed with the special needs of

deaf students in mind. It would be easier to attract a wide range

of competent professionals with experience working with deaf indi-

viduals. Present programs in which the deaf student is in a minority

may be low on the list of priorities. Since they are dependent on

"outside funds" e.g., direct federal funding or vocational education

state "set-asides," they represent minimal state and local commit-

ments and may be terminated when the outside support stops.

Gfortunately, the relative merits of separate vocational-

technical training facilities for the deaf cannot be addressed

within the context of the present evaluation. No such programs are

in existence and, apparently, none are projected for the forseeable

future. Therefore the present raport is limited to the model

16

presented in each of the three cooperating programs; a semi-

autonomous program for the deaf functioning within the context of

a much larger vocational technical program for students with

normal hearing with sources of funding different from the general

program.

External Views

The external views reported are compiled from interviews of

former students at the three programs who were employed at the time

of interview and from their immediate supervisors. Additional in-

formation was gathered by questionnaires developed for parents of

former and current students and for vocational rehabilitation coun-

selors who had students in the programs as clients.

Former Students Currently Employed

1. A majority of former students (73%) approved of the idea of

technical-vocational programs for the deaf, were positive toward

their programs, and most were appreciative of the training and

supportive services afforded them.

2. Compared to investigations of the occupational status of young

deaf adults ten years previously (Boatner, Stuckless and Moores,

1964; Kroneberg and Blake, 1965) the occupational status of former

students of the three post-secondary programs under study provides

evidence that the programs have facilitated an upward movement in

the job market for their students. Where nearly 67% of the Boatner,

Stuckless and Moores sample fell into semi-skilled and unskilled

categories, 75% of former students in the present study have posi-

17

tions in the technical and trades and commercial categories.

3. The upward movement, however, showed no major shifts in or break?

throughs to new types of occupations, but rather a general upward

trend within the framework of positions traditionally held by deaf

people. There was a tendency to cluster in certain occupations,

such as general office practice for females and printing for males.

4. Training, placement, opportunities, salaries and chances for

advancement for deaf females are much more restrictive than for

deaf males.

5. Former students report more job satisfaction than has been

found in previous studies. The vocational aspirations of the former

students have been influenced by the technical-vocational programs

they attended and most of the desired future occupations.were within

the realm of courses offered by the programs they had attended.

6. Comparative figures suggest that the young deaf adults interviewed

earn higher salaries than hearing adults of equivalent ages. There

is a tendency for this advantage to disappear with older interviewees.

Apparent limitations in opportunities for advancement suggest that

the relative advantage of these deaf workers will not continue with

age.

7. Consistent with previous studies, the deaf worker identified

communication difficulties as the major on the job problem. It is

a factor in limiting advancement of deaf individuals.

8. In spite of the counseling and placement services provided

by the programs, a substantial proportion of jobs were located through

the aid of parents, friends and relatives.

18

Immediate Supervisors

9. Consistent with previous studies, immediate supervisors regarded

deaf workers as desirable employees with high job performance and

were willing to hire more deaf workers.

10. However supervisors regarded opportunities for advancement

for their deaf workers as limited, even with further training.

11. Consistent with previous investigations, a majority (67%) of

the immediate supervisors mentioned communication difficulties

as the major complication on this job.

Parents

12. The majority of parents favored post secondary programs for

the deaf within ongoing programs for students with normal hearing.

They generally felt that such programs provided an atmosphere within

which deaf students could adjust to and cope with situations they

would face in the future.

13. Most parents expressed satisfaction with their children's voca-

tional-technical training.

14. What complaints parents had were not with the basic concepts

of the programs but rather concerned finances, distance, housing,

transportation, lack of interpreters, length of programs and lack of

modern equipment.

15. Job expectations of parents for their deaf children prior to

and during training are low, probably reflecting the educational

experiences of their children at preschool, elementary and secondary

levels.

19

Vocational Rehabilitation Counselors

16. The majority of vocational rehabilitation counselors felt that

the training received by their deaf clients in post secondary pro-

grams was adequate.

17. Vocational Rehabilitation Counselors tended to be quite critical

of the education their clients had received prior to their vocational

technical training.

18. Vocational Rehabilitation Counselors defined their role as one

of making recommendations for training, providing guidance and coun-

seling to make the client aware of what to expect and to enable him

to cope with advanced training. Few suggested direct involvement

in the training process.

Internal Views

The internal views reported represent the results of interviews

conducted in the three programs with individuals in the following

categories:

1. Current Students2. Deaf Program Staff

a) Administratorsb) Counselorsc) Preparatory Program Teachersd) Interpreters

3. Regular Classroom Technical Vocational Teachers

Current Students

1. Nearly 90% of the students interviewed were satisfied with the

training they were receiving. Most approved of the idea of vocational-

technical programs for the hearing impaired and most preferred to

attend school with both hearing and hearing-impaired peers.

2. Occupational choices tended to fall along traditional and sex

lines. Nearly 40% of males chose graphic arts/printing or cabinet

20

making/carpentry as their future occupations. Sixty percent of the

choices of deaf females came under the category of General Office

Practice.

3. In contrast to their generally low vocational aspiration levels,

almost one-fourth of the students planned to attend college upon

leaving schools, a choice in contradition to the stated goals of the

programs.

Administrators

4. None of the three program administrators was trained at the

Bachelor's or Master's degree level in education of the deaf or had

degrees in counseling, educational administration and/or supervision.

Two received degrees in a related field (audiology) and had extensive

prior experience with deaf individuals.

5. Each administrator set the tone for his program (all three were

males) and programs reflected the particular philosophies of their

directors.

6. Each administrator had to coordinate and supervise a preparatory

program component, a counseling component and an interpreter component,

serve in a liason capacity with technical vocational teachers and

administration, supervise the students, maintain contact with the

community and employers, and be responsible for program funding. Fund-

ing considerations required a disproportionate amount of time and

reduced the administrators' effectiveness in other areas.

Program Counselors

7. In terms of education, the majority of counselors were trained

specifically as counselors and therefore had better academic training

21

for their role than administrators and preparatory program teachers.

8. The role of the counselor is unique in that it involves contact

with the student from time of entrance, through the prep program,

the training program, career selection, placement and follow-up.

9. The role of program counselor is a demanding one and counselors

were more prone to express dissatisfaction than other individuals

interviewed. Complaints fell within the following areas:

a) Counselors frequently were required to take on admin-istrative responsibilities, requiring up to as muchas 50% of their time.

b) Frequent role conflict was noted in the need to pro-vide counseling related to training and vocationalconcerns on the one hand and the need of many studentsfor counseling of a personal nature.

c) Some counselors felt that students, because of previousexperiences, viewed counselors primarily as discipli-narians, or that students did not understand the con-cept of counseling.

d) Counselors in one program felt that the administratorwas interfering with counseling decisions and that inter-preters were assuming some of the counselors' functions.

10. Counselors tended to be hearing males. Some difficulty was

noted in deaf student/hearing counselor and female student/male

counselor relationships.

11. Many of the difficulties noted by counselors could be reduced

by specific job descriptions.

12. Given their involvement with students from the beginning of

training, counselors have a unique perspective. To perform in

their role adequately they should be freed from all non-essential

duties. Relieving the counselors of many of the administrative

22

duties they now handle could improve the quality of counseling

services.

Preparatory Program Staff

13. The educational preparation of the preparhtory program teachers

was inadequate with only one of nine receiving formal educational

training directly related to education of the deaf. Three possessed

master's degrees.

14. Courses offered were heavily remedial in nature, stressing

math and English.

15. Preparatory program teachers felt that deaf students had not

been provided basic academic skills by the time of secondary school

graduation.

16. Preparatory teachers unanimously agreed that the preparation

programs were beneficial. There is little objective data to support

this opinion.

Program Interpreters

17. Two of the programs recruited interpreters from children of deaf

parents. One program trained its interpreters through interpreter

institutes.

18. Classroom teachers were nearly unanimous in expressing support

for interpreters and obviously regarded them as the catalyst per-

mitting deaf students to receive technical-vocational training with

hearing students.

19. Frequent contact of interpreters with students occasionally led

to role conflict with counselors, who sometimes perceived inter-

preters as overstepping their bounds. Some counselors felt that

23

students tended to develop a dependency on interpreters and that

some interpreters attempted to assume the functions of a counselor

or were critical of a counselor's efforts. Since counselors tended

to be male and interpreters female, this friction was most evident

in relation to female students. Difficulties of this nature were

not mentioned in the program which trained its own interpreters

and did not rely on deaf children of deaf parents.

20. Most interpreters could switch from word-for-word translation

to actual interpretation, depending on the student and nature of

the task.

Regular Classroom Technical Vocational Teachers

21. Regular classroom teachers were supportive of and enthusiastic

about the programs for the deaf. Many expressed a need for more

background information concerning deafness.

22. Some teachers reported slowing the pace of instruction when

deaf students were present, but did not consider this to be detri-

mental to instruction. Rather, it was generally felt that all stu-

dents benefited from the slower pace and that the presence of deaf

students made them better and more careful teachers.

23. As noted previously, teachers were most appreciative of the

contributions of interpreters. Teachers expressed a desire that

interpreters be knowledgable in the subject area.

24. Regular classroom teachers generally have close ties with

industry and unions. They are a valuable source of job information

and can be most helpful to a program if properly utilized.

24

Empirical Data Analysis

The empirical data analysis consisted of treatment of current

and former student data within the context of three general categories;

Stanford Achievement Test (SAT), General Aptitude Test Battery (GATB),

and Non-Reading Measure of Intelligence, and the Wechsler Adult

Intelligence Scale (WAIS) performance subtests.

Stanford Achievement Test

1. A profile of grade equivalent scores indicates that achievement

on various subtests of the SAT varies as a function of the verbal

complexity of the subtest. Students score highest in those areas

in which minimal reading skills are required (e.g., Spelling and

Arithmetic Computation) and lowest where reading is most necessary

(Word Meaning and Paragraph Meaning).

2. Females outperformed males in Spelling and Language subtests.

Males tended to score higher on Arithmetic Computation. It is

assumed that the differences reflect prior differences in exposure

and f2.quency of application (clerical work and domestic science

for females, math related vocational training for males) rather

than innate male-female capabilities.

3. Achievement is much lower than would be predicted on the basis

of the intellectual abilities of the students.

General Aptitude Test Battery and Non-Reading Measure of GeneralIntelligence

4. Scores on the nine subtests of the GATB cluster into three

identifiable groups. The deaf students appear to be superior to

the hearing norms on perceptual-spatial abilities (Form Perception,

25

Clerical Perception, Spatial Aptitude), equal in subtests requiring

manual abilities (Motor Coordination, Finger Dexterity, Manual

Dexterity), and inferior in subtests with high verbal English

loadings (Numerical Ability, Verbal Intelligence, Verbal Ability).

5. The non-reading measure of general intelligence for the sample

is slightly higher than the mean of the hearing population.

6. Deaf males tended to score higher than deaf females on spatial

ability and lower on perceptual and manual abilities. Again it is

assumed that differences may reflect experiential differences.

Wechsler Adult Intelligence Scale--Performance

7. The performance IQ means of the deaf subjects was 108.1, some-

what above the hearing mean of 100 but within the normal range.

8. Consistent with SAT and GATB results, the deaf subjects per-

formed relatively better on subtests measuring association, per-

ceptual and motor skills (Digit Symbol, Block Design, Object Assembly)

than on those more dependent on verbal skills (Picture Arrangement,

Picture Completion). Deaf females scored higher than deaf males

on the Digit Symbol subtest and lower on Picture Completion.

9. Few differences were found across programs. For former students,

but not current students, scores of one program were lower than for

the other two. Since this was the only program in which sign language

was not used in WAIS administration the low scores are suspect.

Follow-Up Data Analysis

Follow-up data were gathered from student files at each of the

three programs in the categories of a) areas of training, b) former

26

student status, c) job placement and d) geographical origin of students.

1. Students in the three programs had a relatively broad range of

offerings available, at least in relation to previous opportunities

for the deaf. Students had enrolled in 23 different areas in one

of the programs, 25 in another and 31 in the third. However, con-

sistent with data gathered from interviews with former and current

students, there was a definite clustering in such traditional areas

as drafting, carpentry, graphic arts and general office practice.

2. Males were placed in more training areas than females. One pro-

gram placed males in 21 areas and females in seven areas; another

placed males in 24 areas and females in seven areas. The third

placed males in 21 areas and females in 16 areas. In one program,

75% of the females had been placed in the general office practice

subject area.

3. The graduation rates of two programs (62% and 72%) appear to

be higher than for the normal hearing population. These programs also

had a 9% and 4% transfer rate respectively, leaving the withdrawal

category to account for 29% and 24% for entering students. Major

reasons given for withdrawal from these programs were to accept or

to seek employment. The third program had a graduation rate of 25%,

a goal completion rate (the only program to use this category) of

9% and a transfer rate of 6%. Withdrawals accounted for 60% of enter-

ing students. Adjustment difficulties were listed as the reason

for withdrawal in the majority of cases by this program.

4. In two programs a large majority of students (91% and 98%) were

placed in jobs for which they were trained. For the third program

27

the figure was 67%.

5. In two programs approximately 60% of t'-q students were placed

in employment by the programs themselves. One program relied mainly

on program counselors and the other made extensive use of both

counselors and regular classroom technical-vocational instructors.

Both approaches appeared to be effective. The third program placed

28% of its students.

6. One half of the students on whom the data were compiled (233 of

467) were from the three states in which the programs were located

(Louisiana, Minnesota and Washington). Large numbers of the remaining

students are drawn from adjacent states. Although each program has

students from a large number of states (Delgado, 25 states and the

District of Columbia; Seattle, 10 states and Canada and Hong Kong;

TVI, 20 states and Canada), they appear to draw students primarily

on a regional basis, as originally intended. In effect, the Delgado

program serves the southern and south central regions of the United

States, Seattle the western region, and TVI the middle western and

north central regions. Students from the northeastern part of the

United States are underrepresented and, for geographical reasons,

apparently have less access to federally sponsored post-secondary

vocational-technical training.

General Statements

1. Analysis of scores of deaf subjects on the Stanford, GATB,

and WAIS indicates that they are the intellectual equals of hearing

adults and may be superior in areas demanding spatial and perceptual

28

skills. Therefore deaf individuals should have no more difficulty

in meeting the cognitive demands of any job than anyone else. The

high ratings which supervisors (Monograph II) and regular classroom

teachers (Monograph HI) give deaf workers and students tend to support

such a position.

2. Because deaf people are underemployed, a deaf person is more often

than not the intellectual superior of hearing people employed in

the same type of work.

3. Problems arise not because of the cognitive demands of a job but

because of difficulties in communication, especially insufficient

command of the English language.

4. Vocational-technical programs cannot reasonably be expected to

provide deaf students the English language skills they have not

acquired in 12 years or more of prior schooling. In the authors'

opinion, the tendency in preparatory programs to concentrate on

"remedial" English and Math detracts from the legitimate emphasis

on acquisition of job related skills.

5. The effectiveness of well run post-secondary vocational techni-

cal programs for the deaf has been documented. However, they are

hampered by the poor education students receive prior to the post

secondary level. No matter how effectively post-secondary programs

may function, the disadvantage will not be eradicated until preschool,

elementary and secondary programs for the deaf begin to provide their

students with the means of effective communication. That time is

not yet in sight. Until it arrives, the typical deaf worker will

29

be a person of normal intellectual ability employed in a position

beneath his ability and hampered by problems of communication with

fellow workers.

30

GUIDELINES

In discussing the needs of an adequate post secondary

vocational-technical training program for the deaf one may either

concentrate on the personnel needed or the services needed. It

is the plan of the present report: 1) to advance recommendations

concerning organizational structure, program priorities, and role

definitions, 2) to delineate the minimal key staff necessary for

the establishment of programs, 3) to identify those support services

which might be desirable but not necessary.

It is assumed that each program will develop its own goals,

organization, and priorities and that these priorities will be in-

fluenced at least to some extent by factors such as the character

of the host facility, economic conditions in the local, state or

regional area served, and characteristics of the students in training.

A major purpose of the present investigation was to establish

guidelines by which vocational-technical programs for the deaf might

be established within existing facilities for students with normal

hearing. It is quite possible that such guidelines might also be

applicable to a large extent to other types of post secondary programs,

e.g., liberal arts programs for deaf students established within a

college or university for students with normal hearing. One example

might be the programs for the deaf at California State University,

Northridge. However it was not within the scope of the present

investigation to investigate such a question and the generalizability

of the findings to such settings is unknown.

31

Part of the impetus for guidelines has come from the recent

proliferation of vocational-technical programs for the deaf. In

1973, the National Technical Institute for the Deaf and Gallaudet

College cooperated to produce a booklet entitled "A Guide to

College/Career Programs for Deaf Students" (Stuckless and Delgado,

1973). A total of 27 post secondary programs for the deaf are

described. Excluding national programs (Gallaudet College and the

National Technical Institute for the Deaf), college-based liberal

arts programs (California State University, Northridge and Golden

West College), religious programs (Tennessee Temple and Hyles-Anderson

College) and a pre-vocational program (Northern Illinois University

Speech and Hearing Clinic), it appears that 20 of the 27 programs

would come within the framework of the guidelines.

Examination of the data provided by the 20 programs provides

some interesting, and disturbing information. For example the 20

programs listed 722 full time deaf students, or approximately 36

per program. Even this is an overestimate because it includes

the reported enrollment from the three programs involved in the

present study (Seattle, 100; TVI, 100; Delgado, 65). Counting

only the remaining 17 programs,, there were a total of 457 students

or 27 per program. Only four of the programs were established

prior to 1970 (no date was given for the establishment of the pro-

gram at Lee College in Baytown, Texas). Of the 12 programs estab-

lished since 1970 only one reported a full time enrollment of more

than 25 deaf students. This was La Puente Valley Vocational Adult

32

School in California, which had 90 full-time deaf students, all

of whom were residents of California. The median full time en-

rollment of the 12 programs was 17.5.

Geographic distribution of the programs was quite uneven, with

five of the 17 located in California and the majority of the remainder

in the southwest and mid-west sections of the United States. In the

south, there is only one program east of Louisiana, St. Petersburg

Junior College in Florida with 21 deaf students. The only program

east and/or north of Ohio is at the Community College of Philadelphia,

which serves five deaf students. It seems obvious, then, that deaf

individuals in the southeastern, mid-Atlantic and northeastern parts

of the country have less opportunity for vocational technical training

than deaf individuals in other areas. Since Gallaudet College and

the National Technical Institute for the Deaf, both national in

scope, are designed to serve academically more successful students,

their presence in the East does not compensate for the lack of other

post secondary programs.

Examination of the 17 programs established since the founding of

the three demonstration programs in New Orleans, St. Paul and

Seattle leads to the conclusion that a) they serve a small number

of students, typically 15 to 18 in a program, b) they function with

limited staffs, c) they provide limited support services, d) they

are limited frequently to serving students from one state or even

from one section of a state.

The dilemma is essentially the same as that faced by all levels

of education of the deaf from the preschool years through adulthood.

33

It involves two aspects. First is that fact that the condition of

deafness has severe implications for the development of communica-

tion skills. The majority of deaf individuals need intensive

specialized instruction if they are to develop to their fullest

potential. A complicating factor is the fact that deafness is a

low-incidence condition. If deaf individuals are served on a local

basis there will be a large number of programs with each serving

a small number of students. Each would be unable to provide compre-

hensive services and there would be little chance of improving the

overall vocational status of deaf people. Except for the more popu-

lous states such as California, New York, Pennsylvania, Texas and

Illinois, it is doubtful if most states would have a population base

large enough to provide adequate vocational technical training.

Educators of the deaf in general have been plagued by the two

opposing forces for almost 200 years, i.e., the desirability of

educating deaf students on a local basis versus the reality that

appropriate services in the form of specialized personnel, equipment

and programming frequently cannot be provided at the local level.

There is no reason to believe that the situation is any different

at the post secondary level than it is for preschool, elementary and

secondary education. Given the present vocational status of deaf

adults in our society, and the knowledge gained from the present

study, it is the authors' opinion that a successful vocational-

technical program for the deaf must consist of a set of well

components including many which are not provided in most pro-

grams at present. The specialized skills of educators of the deaf,

34

counselors, interpreters and communication specialists are necessary.

It is difficult to see how such services can be provided by programs

enrolling fewer than 25 students. Although the guidelines are

addressed to the services to be provided by a program and not to the

numbers of students to be served, it seems reasonable to state that

an enrollment of 50 full time deaf students should be a minimum figure.

The potential difficulties inherent in the growth of small post-

secondary programs for the deaf was foreseen by the Conference of

Executives of American Schools for the Deaf which appointed an ad

hoc committee on Post Secondary Education to investigate the situation

and develop recommendations for future programs. The work of the

Committee culminated in a set of guidelines for post secondary programs

(Delgado and Stuckless, 1973). The guidelines presented herein

differ in that they are somewhat more specific and are data-based,

i.e., they are developed on the basis of information obtained in the

course of evaluation of the Delgado, Seattle and TVI programs.

Organizational Structure

Basic Organization of Three Model Post Secondary Programs

Although programmatic variations existed the programs shared

the same basic structure, which consisted of three components.

As shown in Figure 1 there were a preparatory program component,

a Counseling component and an interpreting component. Each component,

or coordinator of the component was responsible to the program

director, who had overall responsibility for program administra-

tion. Secretarial/clerical functions were also centrally controlled

ti

35

Figure 1

Organizational Model of Three Post-Secondary Programs Investigated

U.S. Office of HostEducation

PreparatoryProgramCoordinator

PreparatoryPro ram

Program Director

CounselingProgramCoordinator

CounselingProgram

InterpretingProgramCoordinator

(Interpreting IProgram

Clerical/SecretarialStaff

36

rather than assigned to individual components. This appeared to

be an efficient arrangement. The counseling component made more

use of secretarial/clerical staff than the other components.

The directors' relationship with the Preparatory and Counseling

Components tended to be less formal than with the Interpreting

component. This was probably due to a number of factors. The first

two components were relatively small, usually consisting of three

persons in each, and there was relatively little turnover, thus allow-

ing relationships to develop over a period of time. The programs

hired large numbers of interpreters, many part-time, and the turnover

was higher. Thus a director tended to deal with preparatory teachers

and counselors en a personal basis but worked through the interpreting

coordinator when dealing with interpreters.

In addition to his program responsibilities, the program

director also served as the point of articulation between the pro-

gram and the host facility. Because the programs were federally

funded he also was responsible for the development of proposals,

budget control and preparation of progress reports for the U.S.

Office of Education.

In general the organizational structure presented in Figure 1

appeared to serve the programs fairly well. However, the structure

has a number of drawbacks which, in the author's opinion, were detri-

mental to the success of the programs. Among these were:

1. Regular classroom teachers were minimally involved.They had little or no orientation to deafness andits implications.

2. Program directors were severely over-extended. Theywere obligated daily to make decisions and performduties which could just as well have been handled byother staff members.

Figure 2

Alternate Organizational Structure

U.S. Office ofEducation)

Program Director

HostFacility

Asst. Directorfor SpecialServices

Asst. Directorfor RegularInstructionalServices

Secretarial/Clerical

37

Placement &

]Follow-up

Intake Evalu-ation

Remed-iation

InterpreterSection

TeacherOrientation

Housing

1Or other funding agency

50

38

3. At times the three components functioned independentlyof each other.

4. The potential for role conflict was aggravated bythe lack of concise role definitions for the variouscomponents.

5. Although the preparatory programs were to a largeextent designed to remediate English and Mathematicsdeficiencies there was little or no systematic effortto evaluate or improve the oral expressive skillsof students.

An Alternate Organizational Structure

Because the organization of any program will be influenced to

a large extent by its host facility, it is not advisable to advance

any one model as inherently superior. However, it should be borne in

mind that there are alternatives to the one followed by the three

demonstration projects. For example Figure 2 presents an alternate

organizational structure which might prove more efficient and prevent

some of the difficulties which the prograk_ now face. In this type

of structure, the program director's responsibilities are more

purely administrative, with the educational and counseling responsi-

bilities delegated to the assistant directors who would serve part-

time in these capacities. Under this, the number of people directly

responsible to the director are reduced although the staff size is

the same. The reorganization would also involve closer working

relationships with the classroom teachers, the area presently most in

need of attention. Also, the structure would be such that when new

responsibilities or functions arise they could be assigned to either

of the service areas headed by the assistant directors. At present

such responsibilities or functions almost automatically fall to the

director.

39

Program Priorities

It must be remembered that all educational programs operate

under restrictions due to limitations of financial, personnel

and equipment resources. As such all programs develop priorities,

usually implicit, by which decisions are made concerning the

allocation of resources. In the case of post-secondary vocational-

technical programs for the deaf the first priority is to train

deaf individuals to acquire necessary vocational-technical skills

so that they are capable of functioning effectively in the world

of work. The training should be of relatively short duration and

reasonable in cost. All other considerations -e.g., housing,

remedial instruction, personal counseling, recreation - are secondary

in importance and should be addressed only after the prime concern

is adequately provided for.

Because priorities usually are not explicitly stated, formally

approved, or periodically reevaluated, many activities tend to become

institutionalized and are perpetuated regardless of whether or not

they can be shown to contribute to the overall goals of a program.

The most obvious example involving the three demonstration projects

is the situation wherein large proportions of their resources are de-

voted to their preparatory programs, which emphasize remedial work in

reading, English and mathematics, while at the same time speech and

hearing services receive little or no emphasis, a somewhat surprising cir-

cumstance given the importance of communication of all types to job success.

Three general reasons advanced for the lack of such services are: 1)

financial constraints prevent the programs from offering a full

40

array of support services, 2) the pragmatic nature of the programs

emphasizes training for employment and leaves little room for

application of diagnostic and remedial techniques, and 3) if students

have not acquired expressive and receptive oral skills in 12 years

or more of prior education, they cannot be expected to do so in the

course of vocational-technical training.

It was never acknowledged that each of the three reasons pre-

sented above, if correct, could also be used as arguments against

the preparatory programs as presently constituted. The necessity

of a preparatory program apparently is unquestioned, probably because

of the existence of Gallaudet's preparatory year and the National

Technical Institute for the Deaf's vestibule program. Both programs

also provide extensive speech and hearing services but they are not

as widely known.

It is obvious then that, in each of the programs, written English,

reading and math: 1) receive higher priority than oral skills,

2) are considered more pragmatic, 3) are thought to be more remediable

at this level than oral skills. Whether the above statements are

correct is not the issue. The relevant point is that these assump-

tions share the services provided to students. However, there is

no evidence that they are correct. The preparatory program teacher

more often than not is an individual who has previously taught deaf

children at a younger age level, usually in secondary school. The tech-

niques, materials and drills do not differ markedly from those used by

secondary teachers of the deaf in English, reading and math. Aside

from the subjective opinions of the preparatory teachers themselves,

the investigators were unable to find any evidence that the programs

41

produced dramatic increments in achievement in these areas.

The programs, as presently constituted, have more professionals

in the Preparatory component than any other. A composite of the

programs would show three teachers, two or three counselors, an inter-

preter coordinator and a director as professional staff members.

The preparatory component's demands on resources of a program in

terms of salaries, space, equipment and supplies are great. It

is quite possible that as some programs develop their priorities,

this component would receive relatively little emphasis. For example,

incoming students might participate in a relatively short orientation

experience which would include evaluation of a wide range of abili-

ties and achievement but would not involve instruction on the basis

of broadly defined academic subject matter (math, English, etc.).

Emphasis at this time would be on career exploration, ob-sampling

and 'hands on" experiences. Following placement in a particular

area, the student would receive instruction or remediation as

needed, related to the specific demands of a specific occupation.

The remediation might involve various aspects of mathematics, spoken

and written vocabulk--y, basic principles of physics, and/or work in

any number of other areas. Such specific job-related training would

not be concerned with general achievement or communication skills.

Success of this type of approach could be documented in behavioral

terms more easily. Such an approach also would require individuals

with different competencies than those possessed by present Preparatory

teachers. Instead of three teachers the group might consist of one

teacher of the deaf, one communication specialist and one vocational

education teacher.

c

42

Role Definition

Although the staffs of the three programs were small and many

functions were handled on an informal basis the potential for role

conflict existed and surfaced to varying degrees in each of the

programs. These involved preparatory teacher-counselor, counselor-

interpreter and preparatory teacher-interpreter conflicts. In the

majority of cases the situations could have been avoided, or the

conflict reduced, if definite job descriptions and role expectations

had been developed. Although it is desirable to retain a certain

amount of flexibility it is suggested that each program develop

detailed role definitions for each professional employed.

Deaf Staff Members

Each program employed one deaf staff member, in two cases a

preparatory teacher and, in the third program, a counselor. Actually,

of the three, one might be considered deaf, one hard of hearing and

one deafened. There were no deaf administrators. It is recommended

that any vocational-technical program for the deaf should extend ac-

tive efforts to recruit and retain deaf personnel for all types of

positions. This should extend to the hiring of its own graduates when

they are qualified. For example, by far the largest training area for

female students was in General Office Practice yet none of the programs

employed a deaf clerk-typist or secretary.

Key Personnel

On the basis of interviews and observations it is the conclusion

of the investigators that a post-secondary technical-vocational pro-

43

gram for the deaf located in a host facility serving predominantly

hearing students must have at its disposal a minimum of one full

time administrator, two or more counselors, several interpreters,

a secretarial-clerical staff, and the cooperation and support of the

majority of regular classroom teachers.

Program Director

It is more difficult to define the appropriate qualifications

and training of a program director than for any other position.

In an ideal sense the director would have training, experience and/or

certification in the following,areas:

1. Educational Administration2. Counseling3. Education of the Deaf4. Vocational-Technical Education

The need for such a background becomes evident when we consider

that the three present program directors must: (1) coordinate and

supervise the preparatory program, counseling and interpreter components;

(2) serve in a liaison capacity with regular classroom technical/vocational

teachers and administration; (3) supervise the students; (4) mantain

contact with the community and employers; and (5) be responsible for

program funding.

It is of course impossible to expect any one individual to have

such a background. For example, none of the three administrators of

the model post secondary programs was a certified teacher of the deaf

and none majored in educational administration or counseling in

college. Two of them, however, majored in speech and hearing in

college and had extensive previous experience with deaf individuals.

One had been a vocational rehabilitation counselor, had deaf parents

44

and grew up near a state residential school for the deaf. The

other had experience as a classroom teacher and had been employed

as an assistant to the director of a vocational-technical program

for the deaf. Both of these individuals appeared to function

effectively and experienced less difficulty than the director of

the third program, who majored in education, but who had no training

in the area of deafness or related field and no experience working

with deaf individuals prior to being hired by one of the facilities

which housed a program for the deaf. This administrator also was

the only one not highly skilled in the use of manual communication.

The program administrator 1) should be trained in education of

the deaf (or a related field), educational administration, vocational

education, or counseling, 2) should have experience working in

programs for the deaf in a teaching, counseling or administrative

capacity and 3) should be proficient in the use of manual communi-

cation.

Counselor

The program counselors appear to be the most highly qualified

individuals on the staffs of the model post-secondary programs.

Experience was, for the most part, broad and varied and included

training involving deaf and hearing individuals. A general descrip-

tion of counseling duties at the three programs included the following:

1) Vocational counseling2) Personal counseling3) Social counseling4) Admissions5) Registration6) Testing7) Job Sampling8) Job Placement

45

9) Class schedules10) Housing11) Public relations

It is obvious from the above listing that counselors have been

expected to assume too many duties unrelated to their major respon-

sibility. It should be emphasized that their primary concern is

vocational counseling and nothing should detract from that. It

is necessary that counselors be protected from assuming too many

administrative functions and other roles which detract from their

effectiveness in their area of prime concern. Counselors inter-

viewed also noted the difficulty between functioning as a social and

personal counselor on the one hand and then dealing with the same

students as a vocational counselor in a different context.

The background for a counselor of the hearing impaired should

include:

1) training in counseling, with experience with deafand hearing clients.

2) good communication skills, including fluency insign language and fingerspelling

3) familiarity with job sampling procedures and place-ment and follow-up techniques.

Interpreters

Two of the programs basically utilized hearing children of

deaf parents as interpreters. The other program trained its

interpreters through an interpreter institute and developed a pool

of readily available interpreters. The program which did not

employ hearing children of deaf parents was the one whose program

director was the hearing son of deaf parents. Arguments in favor

46

of training interpreters were: 1) interpreters could be trained to

specific standards, 2) the training program developed a uniformity

of skills and backgrounds, 3) there would be less variety in signs

employed, and 4) the program could select from a large pool of

potential interpreters.

There are no objective data available on the relative effective-

ness of the two approaches. However, it should be noted that, in the

two programs employing hearing children of deaf parents as inter-

preter; counselors reported that interpreters frequently assumed the

functions of counselors and were critical of counselors' efforts.

This problem was not mentioned by counselors in the program which

trained its own interpreters. If children of deaf parents are employed

as interpreters their roles should be spelled out clearly from the

beginning of employment.

On the basis of responses of both interpreters and regular

classroom teachers, it is recommended that interpreters have train-

ing in the subject matter they were interpreting so far as possible.

It is preferrable to have the same interpreter assigned to a

particular teacher and subject area rather than establish a rotation.

Regular Classroom Teacher

The support of the regular classroom teacher is essential for

the success of any program. The most heartening aspect of the

entire investigation was the support and enthusiasm toward the pro-

grams consistently reported by the regular classroom teachers.

Many of them went out of their way to alter class presentations to

help deaf students, and to provide extra sets of class notes for

47

interpreters and deaf students. Several reported attending manual

communication classes to acquire basic skills in sign language and

fingerspelling.

A major complaint of regular classroom teachers was the lack

of information they were provided on deafness and its effects on commun-

ication. Generally they did not anticipate the severe problems most

of the students had in communication. Some had believed that a basic

knowledge of manual communication would surmount all difficulties,

a belief they speedily abandoned. In order to provide regular class

teachers with a background, programs should:

1. Conduct periodic orientation programs for allinterested staff of the host facility.

2. Compile or obtain written materials (packets,brochures) describing the impact of deafness onacademic and communicative functioning.

3. Establish consistent patterns of interaction be-tween counselors and regular classroom teachers.

Regular classroom teachers also provide a resource of great

potential for placement of program graduates. The teachers tend

to be highly competent in their speciality, to be well known by

workers in their geographic area and speciality, and to be aware

of placement opportunities. They were utilized with good results

in one program for student placement. It is recommended that, when-

ever possible, their special expertise be utilized.

Other Supportive Personnel

Special Teacher

It is recommended that those programs which may not wish to

48

adopt the preparatory program model presc.tly in existence at

the three model programs give careful consideration to the extent

to which remedial services be offered beyond those required for

occupational success. However, each program should have at least

one qualified, certified teacher of the deaf on its staff. The

individual should be capable of functioning as a diagnostician/

remediation specialist and as an instructor in subject re-

lated to specific occupations. The individual should have the

following qualifications:

1. degree and certification in the area of the hearingimpaired

2. classroom experience with the hearing impaired

3. knowledge of remedial techniques and diagnostic eval-uation, particularly in the areas of English, mathe-matics and reading

4. communication skills sufficient to deal with deafindividuals with a wide range of oral and manualabilities.

Communication Specialist

Such an individual should be capable of coordinating the

assessment of language functioning of students in written, spoken

and manual communication, of ascertaining basic communication

skills needed for success, and for developing and implementing

training programs to help students acquire such skills. The indi-

vidual should be either a speech therapist or an educational audio-

logist. In either case it is assumed that some of the evaluation

would have to be done on contract. The communication specialist

should have the following qualifications:

49

1) training and certification in speech and/orhearing

2) clinical or classroom experience working withdeaf individuals

3) knowledge of language assessment and remedia-tion techniques

4) proficiency in manual communication

Vocational Teacher of the Deaf

Some programs may wish to employ a vocational teacher of the

deaf in addition to, or instead of, a regular teacher of the deaf.

If the program is large enough, both are recommended. Such an

individual would not have the expertise of the regular teacher of

the deaf in traditional subject matter areas, but would have more

of a background in instruction related to vocational employment.

Rather than functioning on the remedial level, this individual would

work more closely with the counselors and would be more involved

in vocational exploration and skill development related to specific

occupational categories. Such an individual should have:

1. training in vocational education

2. experience as a vocational instructor of the deaf

3. knowledge of job sampling techniques

4. the ability to adapt instruction to the demands ofvarious occupational categories

5. proficiency in manual communication

Other Supportive Services

Manual Communication Training

The methods controversy does not seem to be the factor on the

post secondary level that it is in the preschool, elementary and

50

secondary years. Examination of the Guide to Post Secondary Pro-

grams (Delgado and Stuckless, 1973) reveals that all 27 programs

employ manual as well as oral communication. A little noted fact

is that not all deaf students entering programs have proficiency

in manual communication. They should receive instruction in sign

language and fingerspelling if they so wish, but it should not

be mandatory. It should, however, be mandatory for all personnel

employed by the program for the deaf (Administrators, counselors,

teachers, interpreters, secretaries, etc.) to attend class until

they pass a proficiency test on manual communication. Programs

may wish to investigate the proficiency tests used by Galludet

College to evaluate its staff.

Regular classroom teachers, all other staff, and students

with normal hearing at the host facility should be encouraged to

enroll in manual communication classes. One of the model programs

claimed great success in this area when the course in manual

communication was offered for credit.

Housing and Out of School Relationships

The extent to which programs should be involved in the off

campus lives of students is unclear and each of the three programs

approached the question in a different manner. One program required

that students live in a dormitory during the first year of training.

Another program required that students live in certain sections of

the city. The third assisted students in finding housing close to

campus. In each case, the programs found it necessary to provide an

51

orientation of some type to students related to problems of inde-

pendent living. Common problems related to budgeting, food pro-

curement, contractual arrangements and social relationships. It

was the consensus at each program that the majority of students pre-

viously had been sheltered, did not have the background to live inde-

pendently at first without guidance of some type, and would not bene-

fit from their training until the transition to independent living

had been made. On the other hand, there was an understandable

reluctance on the part of most program personnel to attempt to

exert too much influence over the out of school activities of stu-

dents or to act in loco parentis. This has been especially true

since the age of majority has been lowered to 18. A second factor

contributing to the reluctance to become overly involved in students

off campus lives has been the feeling that commitment of extensive

resources in this area would detract from the training program.

To a large extent what a program does in this area will be

dictated by local conditions. It is recommended that all students

undergo an initial orientation on independent living and that

students at least receive some help in finding suitable housing.

Assistance of any kind should be available on request. However, the

students are adults and the less interference in their personal

lives the better. A rule of thumb should be not to become involved

unless a student's work is suffering.

Personal and Social Counseling

All individuals at one time or another have personal and social

problems which can be alleviated by appropriate counseling.

(1.

52

Such problems are more common when an individual changes his or her

life style, so it may be anticipated that young adults recently grad

uated from high school and beginning post secondary training in a

new environment would be in need of personal and social counseling,

most of which can be provided by the program staff. It should be

remembered that the program counselors essentially are vocational

counselors. If a student faces severe personal or social problems,

it may not be advisable for a counselor to assume that type of

counseling role but rather refer the student to a trained, outside,

personal counseling source.

Notetaking

Notetaking procedures were handled on an informal basis in

each of the three programs, usually involving volunteer hearing

students who were provided with carbon notebooks. Typically there

were no instructions or suggestions concerning effective ways

of outlining or taking notes on class lectures. Most students

appeared to rely more on interpreters for information and it is

unclear to what extent notetaking was of benefit. If this system

is to be employed it should be done on a more formal basis and

instructions for note takers should be developed.

Employer and Supervisor Orientation

Interviews with immediate supervisors of employed graduates

of the three model programs revealed that they had received little

or no information concerning deafness or what to expect from deaf

workers. Similar to the reports of regular classroom teachers,

many were not prepared to deal with the severe communication problems

53

they frequently faced.

It is s'iggested that programs develop a package on deafness

appropriate for the needs of supervisors of deaf workers similar

to that provided for regular classroom teachers. The package should

be supplemented by information provided to the supervisor directly

through discussions with a program counselor.

Follow-up

Follow-up of program graduates tends to be incomplete and to

receive little attention. If programs are to evaluate the success

of their programs it is mandatory that they develop systematic pro-

ceedings for maintaining contact with graduates and receiving feed-

back on job success.

54

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Brill, R. G. The relationship of Wechsler IQ's to academic achieve-ment among deaf students. Exceptional Children, 1962, 28,315-321.

Brochure. Improved vocational, technical and academic opportunitiesfor deaf persons. New Orleans, Louisiana: Delgado JuniorCollege.

Brochure. Technical vocational program for deaf students. St. Paul,Minnesota: Technical Vocational Institute, 1969.

Bruning, J. L. and Kintz, B. L. Computational Handbook of Statistics,Glenview, Illinois: Scott, Foresman and Company, 1968.

Bulletin. St. Paul Area Technical Vocational Institute. St. Paul,Minnesota, 1970.

Burcharc, E. M. and Myklebust, H. R. A comparison of congenitaland adventitious deafness with respect to its effect on intell-igence, personality and social maturity. American Annals ofthe Deaf, 1942, 87, 241-250.

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Clarke, F. D. Paper presented at the Eleventh Convention ofInstructors of the Deaf, Hartford, Connecticut, 11486.

Craig, W. N. and Burrows, N. L. Improved vocational, technicaland academic opportunities for deaf people: Research component.University of Pittsburgh: Pittsburgh, Pennsylvania, 1969.

Craig, W. N., Newman, J. and Burrows, N. L. An experiment in post-secondary education for deaf people. American Annals of theDeaf, 1972, 117, 606-611.

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Doctor, P. (Ed.), American Annals of the Deaf, 1964, 109.

Education of the Deaf. (A report to the Secretary of HEW by hisAdvisory Committee on the Education of the Deaf), Washington,D.C.: U.S. Department of Health, Education and Welfare, 1965.

Fay, E. (Ed.), American Annals of the Deaf and Dumb, 1871, 16.

Fay, E. Report of the committee on a technical school. AmericanAnnals of the Deaf and Dumb, 1893, 38, 279-290.

Fisher, S. D., Harlow, M. J. and Moores, D. F. Post-secondaryprograms for the deaf, Monograph II, External Views. ResearchReport #61, Research, Development and Demonstration Center inEducation of Handicapped Children, University of Minnesota,March 1974.

Fisher, S. D., Moores, D. F. & Harlow, M. J. Post-secondary programsfor the deaf, Monograph III, Internal Views. Research Report#67, Research, Development and Demonstration Center in Educationof Handicapped Children, University of Minnesota, September 1974.

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Harlow, M. J., Moores, D. F. and Fisher, S. D. Post-secondaryprograms for the deaf, Monograph IV, Empirical Data Analysis.Research Report #75, Research, Development and DemonstrationCenter in Education of Handicapped Children, University ofMinnesota, December 1974.

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TECHNICAL REPORTS

University. of Minnesota Research, Development and Demonstration

Center in Education of Handicapped Children

(Place of publication shown in parentheses where applicable)

K. Hesse,

J. Turnure & N. Buium.

The comprehension and production of interrogatives in the language of normal and re-

tarded children:

A review and analysis.

Occasional Paper #32.

January 1975.

B. Egeland, R. Wozniak & A. Thibodeau.

Visual information processing training program experimental version.

Develop-

ment

Report #3.

January 1975.

.R. Hoffmeister, D. Moores & R. Ellenberger.

The parameters of sign language defined:

Translation and definition rule;.

Research Report 1183.

January 1975.

J. Turnure, N. Buium & M. Thurlow.

The production deficiency model of verbal elaboration:

Some contrary findings and

conceptual complexities.

Research Report 1182.

January 1975.

D. Moores, M. Goodwin & K. Weiss.

Evaluation of

ro rams for hearing im aired children:

Report of 1973-74.

Research

Report #81.

December 1974.

D. Moores, S. Fisher & M. Harlow.

Post-secondary programs for the deaf:

VI.

Summary and Guidelines.

Research Report

#80.

December 1974.

N M. Harlow, S. Fisher & D. Moores.

Post-secondary programs for the deaf:

V.

Follow-Up Data Analysis.

Research Report

#79.

December 1974.

R. Wozniak.

Psychology and education of the learning disabled child in the Soviet Union.

Research Report #78.

December 1974.

M. Thurlow, P. Krus, R. Howe, A. Taylor & J. Turnure.

Measurement of Weight Unit:

A formative evaluation.

Research

Report #77.

December 1974.

M. Thurlow, P. Krus, R. Howe, A. Taylor & J. Turnure.

Money Unit:

A formative evaluation.

Research Report 1176.

December 1974.

M. Harlow, D. Moores & S. Fisher.

Post-secondar

ro rams for the deaf:

IV.

Em irical Data Anal sis.

Research Report

#75.

December 1974.

C. Mueller & S. Samuels.

Initial field test and feasibility study of the hypothesis/test word recognition procedures

in the special education classroom.

Research Report #74.

December 1974.

P. Krus, M. Thurlow, J. Turnure & A. Taylor.

Summative evaluation of the Time with the Clock Unit of the Money,

Measurement and Time Program.

Research Report #73.

October 1974.

P. Krus, M. Thurlow, J. Turnure & A. Taylor.

Summative evaluation of the Measurement of Weight Unit of the Money,

Measurement. and Time Program.

Research Report #72.

October 1974.

P. Krus, M. Thurlow, J. Turnure & A. Taylor.

Summative evaluation of the Measurement of Length Unit of the Money,

Measurement and Time Program.

Research Report #71.

October 1974.

P. Krus, M. Thurlow, J. Turnure & A. Taylor.

Summative evaluation of the Money Unit of the Money, Measurement, and

Time Program.

Research Report #70.

October 1974.

P. Krus, M. Thurlow, J. Turnure, A. Taylor & R. Howe.

The formative evaluation design of the Vocabulary Development

Project.

Occasional Paper #31.

October 1974.

63

J. Rynders, J. Horrobin, L. Wangsness & J. Swanson.

The severe nature of verbal learning deficits in preschool

Down's Syndrome (mongoloid) children.

Research Report #69.

August 1974.

R. Riegel.

Reliability of children's sorting strategies using alternate forms of the SORTS test.

Research Report

#68.

August 1974.

S. Fisher, D. Moores & M. Harlow.

Post-secondary programs for the deaf:

III.

Internal view.

Research Report #67.

September, 1974.

W. Bart.

A set-theoretic model for the behavioral classification of environments.

Occasional Paper #29.

July 1974.

D. Krus, W. Bart & P. Airasian.

Ordering theory and methods.

Occasional Paper #28.

July 1974.

B. Egeland & A. Thibodeau.

Selective attention of impulsive and reflective children.

Research Report #66.

July 1974.

R. Hoffmeister, B. Best & D. Moores.

The acquisition of sign language in deaf children of deaf parents:

Progress

Report.

Research Report #65.

June 1974.

P. Krus.

Use of family history data to predict intellectual and educational functioning longitudinallyfrom ages four

to seven.

Research t4ort #644.

June 1974.

P. Krus.

Analyzing for individual differences in evaluating compensatory education programs.

Occasional Paper #27.

June 1974.

J. Rondal.

The role of speech in the regulation of behavior.

Research Report #63.

June 1974.

N. Buium, J. Rynders & J. Turnure.

A semantic-relational-concepts based theory of language acquisition as applied to

Down's Syndrome children:

Implication for a language enhancement program.

Research Report #62.

May 1974.

S. Fisher, M. Harlow & D. Moores.

Post-secondary programs for the deaf:

II.

External view.

Research Report #61.

March 1974.

D. Moores, M. Harlow & S. Fisher.

Post-secondary programs for the deaf:

I.

Introduction and overview.

Research Report

#60.

February 1974.

D. Krus.

Synopsis of basic theory and technirues of order analysis.

Occasional Paper #26.

April 1974.

S. Samuels, J. Spiroff & H. Singer.

Effect of pictures and contextual conditions on learning to read.

Occasional Paper

#25.

March 1974.

Taylor, M. Thurlow & J. *Turnure.

Elaboration as an instructional technique in the vocabulary development of EMR

children.

Research Report #59.

March 1974.

N,uium & J. Turnure.

The universality of self-generated verbal mediators as a means of enhancing memory processes.

Research Report #58.

January 1974.

D. Moores, K. Weiss & M. Goodwin.

Evaluation of programs for hearing impaired children:

Report of 1972-73.

Research

Report #57.

December 1973.

J. Turnure & W. Charlesworth, D. Moores, J. Rynders, M. Horrobin, S. Samuels, & R. Wozniak.

American Psychological

Association Symposium Papers.

Occasional Paper #24.

December 1973.

N. Buium.

Interrogative types of parental speech to language learninschildren:

a linguistic universal?

Research

Report 456.

December 1973.

D. Krus.

An outline of the basic concepts of order analysis.

Occasional Paper #23.

February 1974.

D. Krus.

Order analysis:

A fortran program for generalizable multidimensional analysis of binary data matrices.

Occasional Paper #22.

November 1973.

W. Bart.

The_pseudo-problem of kg.

Occasional Paper #21.

October 1973.

J. Turnure & M. Thurlow.

Verbal elaboration and the

enhancement of language abilities

in the mentally retarded:

The

role of interrogative sentence-forms.

Occasional Paper #20.

October 1973.

P. Dahl, S. Samuels & T. Archwamety.

A mastery based experimentalprogram for teaching poor readers high speechword

recognition skills.

Research Report 4155.

September 1973.

R. Riegel, F. Danner & L.

Donnelly.

Developmental trends in thegeneration and utilization of associative

relations

for recall by EMR and

non-retarded children:

The SORTS test.

Research Report #54.

August 1973.

R. Hoffmeister & D. Moores.

The acquisition of specific

reference in the linguistic system of

a deaf child of deaf

.p rents.

Research Report 1153.

August 1973.

W. hart & M. Smith.

An interpretive framework of

cognitive structures.

Occasional Paper #19.

June 1973.

C. Clark & J. Greco.

MELDS (Minnesota Early

Language Development Sequence) glossary

of rebuses and signs.

Occasional

Paper #18.

June 1973.

J. Turnure.

Interrelations of orienting

response, response latency and stimulus choice

in children's learning.

Research Report #52.

May 1973.

S. Samuels & P. Dahl.

Automaticity, reading and mental

retardation.

Occasional Paper #17.

May 1973.

S. Samuels & P. Dahl.

Relationships among IQ, learning

ability, and reading achievement.

Occasional Paper #16.

May 1973

N. Buium & J. Rynders.

The early maternal linguistic

environment of normal and Down's Syndrome

(Mongoloid) language

learning_children.

Research Report #51.

May 1973.

T. Archwamety & S. Samuels.

A mastery based experimental

program for teaching mentally retarded childrenword recog-

nition and reading comprehension

skills through use of hypothesis/test

procedures.

Research Report #50.

May 1973.

W. Bart.

The process of cognitive

structure complexification.

Research Report #49.

April 1973.

B. Best.

Classificatory development

in deaf children:

Research on language and cognitive development.

Occasional

Paper #15.

April 1973.

R. Riegel, A. Taylor & F. Danner.

The effects of training in the

use of_groupingstrategy on the learning andmemory

capabilities of young EMR children.

Research Report 1148.

April 1973.

J. Turnure & M. Thurlow.

The latency of forward and backward

association responses in an elaboration task.

Research

Report 1147.

March 1973.

R. Riegel & A. Taylor.

Strategies in the classroom:

A summer remedial program foryoung handicapped children.

Occasional Paper 1114.

March 1973.

D. Moores.

Early childhood special education

for the hearing impaired.

Occasional Paper 4113.

February 1973.

R. Riegel & A. Taylor.

A comparison of conceptual

strategies for grouping and remembering employed by

educable

mentally retarded and non-retarded

children.

Research Report #46.

February 1973.

J. Rynders.

Two basic considerations in utilizing

mothers as tutors of their

very young retarded or potentially

retarded children.

Occasional Paper 1112.

January 1973.

IS%

R. Bruininks, J. Rynders &

J. Gross.

Social acceptance of mildly retarded pupils

in resource rooms and regular

classes.

Research Report 1145.

January 1973.

J. Turnure & M. Thurlow.

The effects of interrogativeelaborations on the learning of normal and EMR

children.

Research Report 1144.

January 1973.

(Proceedings of the International

Association for the Scientific Study of

Mental Deficiency, in press).

J. Turnure & S. Samuels.

Attention and reading achievement in

first grade boys and girls.

Research Report #43.

November 1972.

(Journal of Educational Psychology,

1974, 66, 29-32).

R. Riegel, A. Taylor, S. Clarren,

& F. Danner.

Training educationally handicapped

children to use associative

grouping strategies for the organization

and recall of categorizable materials.

Research Report 4142.

November 1972.

R. Riegel, F. Danner & A. Taylor.

Steps in sequence:

Training educationally handicapped children

to use strategies

for learning.

Development Report 112.

November 1972.

A. Taylor, M. Thurlow

& J. Turnure.

The teacher'sintroductiorto:TheMatlram. Development

Report #1.

March 1973.

J. Turnure & M. Thurlow.

The effects of structuralvariations in elaboration on learning by normal and EMR children.

Research Report 1141.

September 1972.

D. Moores.

An investigation of the psycholinguistic

functioning of deaf adolescents.

Research Report 1118.

May

1971.

(Exceptional Children, 1970, 36, 645-652.

D. Moores.

Recent research on manual communication.

Occasional Paper #7.

April 1971.

(Keynote Address, Division

of Communication Disorders, Council for Exceptional

Children Annual Convention, Miami Beach,

April 1971.)

J. Turnure, S. Larsen & M. Thurlow.

Two studies on verbal elaboration in

special populations.

I.

The effects of

brain injury;

II.

Evidence of transfer of training.

Research Report #17.

April 1971.

(Study I:

American

Journal of Mental Deficiency, 1973, 78, 70-76.)

R. Bruininks & J. Rynders.

Alternatives to special class placement

for educable mentally retarded children.

Occasional Paper #6.

March 1971.

(Focus on Exceptional Children,

1971, 3, 1-12.)

D. Moores.

Neo-oralism and the education of the

deaf in the Soviet Union.

Occasional Paper #5.

February 1971

(Exceptional Children, 1972, 39,

377-384.)

D. Feldman, B. Marrinan & S. Hartfeldt.

Unusualness, appropriateness, transformation

and condensation as criteria

for creativity.

Research Report #16.

February 1971.

(American Educational Research

Association Annual Con-

ference, New York, February 1971.)

P. Broen & G. Siegel.

Variations in normal speech disfluencies.

Research Report #15.

January 1971.

(Language &

Speech, in press.)

.41). Feldman.

Map understanding as a possible crystallizerof cognitive structures.

Occasional Paper #4.

January

1971.

(American Educational Research Journal,

1971, 3, 484-502.)

J. Rynders.

Industrial arts for elementary mentallyretarded children:

An attempt to redefine and clarify goals.

Occasional Paper #3.

January 1971.

D. Moores.

Education of the deaf in the United

States.

Occasional Paper #2.

November 1970.

(Moscow Institute of

Defectology, 1971, published in Russian.)

R. Bruininks & C. Clark.

Auditory and learning in first-, third-,

and fifth-grade children.

Research Report #14.

November 1970.

R. Bruininks & C. Clark.

Auditory and visual learning in first

grade educable mentally retarded normal children.

Research Report #13.

November 1970.

(American Journal of Mental Deficiency,

1972, 76, No. 5, 561-567.)

F. Danner & A. Taylor.

Pictures and relational imagery training in children's learning.

Research Report #29.

December 1971.

(Journal of Experimental Child Psychology, in press.)

J. Turnure & M. Thurlow.

Verbal elaboration phenomena in nursery school children.

Research Report #28.

December

1971.

(Study II:

Proceedings of 81st Annual Convention of the American Psychological Association, 1973, 83-84.)

D. Moores & C. McIntyre.

Evaluation of programs for hearing impaired children:

Progress report 1970-71.

Research

Report #27.

December 1971.

S. Samuels.

Success and failure in learning to read:

A critique of the research.

Occasional Paper #9.

November

1971.

(In M. Kling, The Literature of Research in Reading with Emphasis on Modes, Rutgers University, 1971.)

S. Samuels.

Attention and visual memory in reading acquisitions.

Research Report #26.

November 1971.

J. Turnure & M. Thurlow.

Verbal elaboration and the promotion of transfer of training in educable mentally retarded

children.

Research Report #25.

November 1971.

(Journal of Experimental Child Psychology, 1973, 15, 137-148.)

A. Taylor, M. Josberger & S. Whitely.

Elaboration training and verbalization as factors facilitating retarded

children's recall.

Research Report #24.

October 1971.

(Journal of Educational Psychology, in press.)

W. Bart & D. Krus.

An ordering-theoretic method to determine hierarchies among items.

Research Report #23.

September 1971.

A. Taylor, M. Josberger & J. Knowlton.

Mental elaboration and learning in retarded children.

Research Report #22.

September 1971.

(Mental Elaboration and Learning in EMR children.

American Journal of Mental Deficiency,

1972, 77, 69-76.)

J. Turnure & S. Larsen.

Outerdirectedness in educable mentally retarded boys and girls.

Research Report #21.

September 1971.

(American Journal of Mental Deficiency, in press.)

R. Bruininks, T. Glaman & C. Clark.

Prevalency of learning disabilities:

Findings, issues, and recommendations.

Research Report #20.

June 1971.

(Presented at Council for Exceptional Children Convention, Miami Beach,

April, 1971.)

M. Thurlow & J. Turnure.

Mental elaboration and the extension of mediational research:

List length of verbal

phenomena in the mentally retarded.

Research Report #19.

June 1971.

(Journal of Experimental Child

Psychology, 1972, 14, 184-195).

G. Siegel.

Three approaches to speech retardation.

Occasional Paper #8.

May 1971,

A. Taylor & N. Bender.

Variations of strategy training and the recognition memory of EMR children.

Research Report

#40.

September 1972.

(American Educational Research Journal, in press.)

D. Moores, C. McIntyre, & K. Weiss.

Evaluation of programs for hearing impaired children:

Report of 1971-72.

Research Report #39.

September 1972.

R. Rubin.

Follow-up of applicants for admission to graduate programs in special education.

Occasional Paper #11.

July 1972.

D. Moores.

Communication -- Some unanswered questions and some unquestioned

answers.

Occasional Paper #10.

July 1972.

A. Taylor & S. Whitely.

Overt verbalization and the continued production of effective elaborations by EMR children.

Research Report #38.

June 1972.

(American Journal of Mental Deficiency, in press.)

R. Riegel.

Measuring educationally handicapped children's organizational strategies bysampling overt groupings.

Research Report #37.

May 1972.

E. Gallistel, M. Boyle, L. Curran, & M. Hawthorne.

The relation of visual and auditory aptitudes to first grade low

41)

readers' achievement under sight-word and systematic phonic

instruction.

Research Report #36.

May 1972.

E. Gallistel & P. Fischer.

Decoding skills acquired by low readers taught in regularclassrooms using clinical

techniques.

Research Report #35.

May 1972.

J. Turnure & M. Thurlow.

Verbal elaboration in children:

Variations in procedures and design.

Research Report #34.

March 1972.

D. Krus & W. Bart.

An ordering-theoretic method of multidimensional scaling

of items.

Research Report #33.

March 1972.

J. Turnure & S. Larsen.

Effects of various instruction and reinforcement

conditions on the learning of a three-

position oddity problem by nursery school children.

Research Report #32.

March 1972.

J. Turnure & S. Larsen.

Outerdirectedness in mentally retarded children

as a function of sex of experimenter and

sex of subject.

Research Report #31.

March 1972.

J. Rynders & M. Horrobin.

A mobile unit for delivering educational services

to Down's Syndrome (Mongoloid) infants.

Research Report #30.

January 1972.

(Presented at Council for Exceptional Children, Special National

Conference,

Memphis, December, 1971.)

R. Bruininks.

Teaching word recognition to disadvantaged boys with variations in auditory and visual perceptual

abilities.

Research Report 1112.

November 1970.

(Journal of Learning Disabilities, 1970, 3, 30-39.)

R. Bruininks & W. Lucker.

Change and stability in correlations between intelligence and reading test

scores

among disadvantaged children.

Research Report #11.

October 1970.

(Journal of Reading Behavior, 1970, 2,

295-305.)

R. Rubin.

Sex differences in effects of kindergarten attendance on development of school readiness aLd language

skills.

Research Report #10.

October 1970.

(Elementary School Journal, 72, No. 5, February, 1972.)

R. Rubin & B. Balow.

Prevalence of school learning & behavior disorders in a longitudinal study population.

Research Report 119.

October 1970.

(Exceptional Children, 1971, 38, 293-299.)

D. Feldman & J. Bratton.

On the relativity of giftedness:

An empirical study.

Research Report 118.

August 1970.

(American Educational Research Annual Conference, New York, February 1971.)

J. Turnure, M. Thurlow & S. Larsen.

Syntactic elaboration in the learning & reversal of paired-associates by

young children.

Research Report #7.

January 1971.

R. Martin & L. Berndt.

The effects of time-out on stuttering in a 12-year-old boy.

Research Report #6.

July 1970.

(Exceptional Children, 1970, 37, 303-304.)

J. Turnure & M. Walsh.

The effects of varied levels of verbal mediation

on the learning and reversal of paired

associates by educable mentally retarded children.

Research Report #5.

June 1970.

(Study I:

American

Journal of Mental Deficiency, 1971, 76, 60-67.

Study II:

American Journal of Mental. Deficiency, 1971, 76,

306-312.)

J. Turnure, J. Rynders, & N. Jones.

Effectiveness of manual guidance, modeling & trial and

error learning for

inducing instrumental behavior in institutionalized retardates.

Research Report #4.

June 1970.

(Merrill-

Palmer Quarterly, 1973, 19, 49-65.)

J. Turnure.

Reactions to physical and social distractors by moderately retarded institutionalizedchildren.

Research Report #3.

June 1970.

(Journal of Special Education, 1970, 4, 283-294.)

D. Moores.

Evaluation of preschool programs:

An interaction analysis model.

Occasional Paper #1.

April 1970.

(Keynote Address, Diagnostic Pedagogy, International Congress

on Deafness.

Stockholm, August 1970; also

presented at American Instructors of the Deaf Annual Convention, St. Augustine, Florida, April

1970.

D. Feldman & W. Markwalder.

Systematic scoring of ranked distractors for the assessment of Pia etian reasoning

levels.

Research Report #2.

March 1970.

(Educational and Psychological Measurement, 1971, 31, 347-362.)

D. Feldman.

The fixed-sequence hypothesis:

Individual differences in the development of school related spatial

reasoning.

Research Report #1.

March 1970.